Modern Foreign Language Teachers--Don't Leave Those Kids Alone! Linguistic-Cultural "Give and Take" in an Ad-Hoc Tutoring Scheme

Autor/in	Leroy, Norah
Titel	Modern Foreign Language Teachers--Don't Leave Those Kids Alone! Linguistic-Cultural "Give and Take" in an Ad-Hoc Tutoring Scheme
Quelle	In: International Review of Education, 63 (2017) 4, S.561-582 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-017-9654-1
Schlagwörter	Second Language Learning; Second Language Instruction; French; Migrants; Inclusion; Tutoring; Secondary School Students; English (Second Language); Outcomes of Education; Interpersonal Relationship; Cultural Context; Foreign Countries; France + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Französisch; Migrantin; Inklusion; Förderkonzept; Nachhilfeunterricht; Sekundarschüler; English as second language; English; Second Language; Englisch als Zweitsprache; Lernleistung; Schulerfolg; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Frankreich
Abstract	This paper addresses the theme of social inclusion through language learning. The focus is on an ad-hoc tutoring scheme set up between newly arrived British migrant pupils and French monolingual pupils in a small secondary school in the south-west of France. Though the original objective of this tutoring scheme was to improve the English skills of the younger pupils, feedback reports indicated that it also had a positive impact on the relationship between the British migrant pupils and their French peers. Teachers believed that those involved participated more fully in class, and appeared more self-assured and generally happy thanks to the interpersonal relationships this scheme helped to forge. This study demonstrates the necessity of analysing the socio-cultural context migrants may find themselves in, in order to identify potential challenges. The ad-hoc tutoring scheme described here is an example of how language learning can support the integration and inclusion of "new generation" migrants into everyday school life. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01